business and marketing courses

business and marketing courses

The Evolution of Business and Marketing Courses: A Comprehensive Study

1. Introduction to Business and Marketing Education

The decision made in developing this country’s business and marketing curriculum can be disadvantageously effective without business education having a life-promoting, dynamic set of courses. We are well aware of ourselves as the 21st-century, peace-loving citizens of a world of versatile business, yet unfortunately, many of our courses are remnants of the 20th-century skills of a wartime economy. School curricula, no matter what the subject, must be microorganisms constantly adapting to the changing environment of the macrocosmic components of the total curriculum. The cooperative guidance of all business disciplines at the national and state levels must set the direction for adaptable business and marketing curricula. Articulation among colleges, universities, and high schools as most commercial firms is the optimum force in a competitive economy, yet high school classes closely resemble the structure of the professional and legal community of a half century ago. Technology, especially communication technology, has dramatically influenced the way business is conducted, yet has relatively little impact on high school business education. The focus of the college of business on diversity, the performing arts, and on the “hard” and “soft” skills of business disciplines can help to delineate the direction needed by high school business education. In too many schools, only those college prep students take college level, 4-year business courses designed to attract and hold college-prep business students. These college prep students must pass a business-related national college placement exam rather than a teacher-designed placement exam. The placement exams would help to broaden students who enroll in these business classes. Therefore, these college business prep students can learn more discipline-oriented material prior to enrolling in advanced courses in the business and marketing curricula studied at the college level. They must serve as the basis for those classes in the proposed sequence, structured in the high school business and marketing curriculum, and especially to those who prepare that curriculum.

The knowledge and skills taught in business and marketing classes have changed little over the past half century. Marketing, although divergent, maintained a customer service focus, and business, for the most part, still emphasizes basic principles that do not teach students to think critically. Since the period following World War II, business and marketing disciplines have incorporated new knowledge and skills, yet these changes are not reflected in the business and marketing courses taught in high schools. The world is different today than it was in the past, and business, so vital to the nation’s economy, is no exception. Business is too important to the daily lives of Americans as consumers, managers, and perhaps most importantly, as employees, not to incorporate and reflect changes in the basic concepts, principles, and knowledge necessary to be successful participants.

2. Historical Development of Business and Marketing Courses

Business and marketing courses did not start out as they exist today. Both have undergone many significant changes. Courses with integrated content, consistent course offerings in separate areas of business, and an increasing number of secondary business and marketing teachers characterize business education. Throughout their evolution, business and marketing courses have received support from professional organizations and government agencies. Continual broadening and updating of business and marketing courses will reflect changes in society in general and developments in the various areas of business. Business and accounting education would strengthen course content and present a more accurate picture of the U.S. economic system. Many business education courses can do a far better job in assisting students to understand and appreciate the business impact. As a result, courses would be strengthened and better aligned with societal and business needs.

The high school curriculum has changed radically since students were first educated in the United States. The most consistent trend is for more time to be allocated to more subjects. The changing curriculum reflects the increasing educational expectations society places on its young people and the resulting desire for an increasing amount of knowledge. The high schools developed and have subsequently adapted an ever-increasing number of subjects, and these in turn have changed within themselves. Business education has reflected these changes and has become an established part of the total secondary school curriculum.

3. Key Components and Curriculum of Modern Business and Marketing Programs

For the purpose of this paper, the term “program” is utilized to describe both the aggregate curriculum offering as well as the community supply chain. The paper discusses the evolving pedagogical/homiletic suasion, business communication, decision making, economic systems, entrepreneurship, finance, information technology, legal issues, operations, operations research, people in business, informed-customer transactions, global business, management, and marketing. The material presented is multi-faceted, analyzing the impact of technology, examining the role teacher experts play in subject matter instruction, and looking into future business and marketing curricula. Currently, in some instances, there is a need to emphasize employability skills, problem-solving investigative resources, and integrate authentic problem-solving and decision-making experiences into existing course structures. Looking back, it is evident that business and marketing education stemmed from simple and fundamental ideals. Retrospectively, business and marketing instructional delivery has improved to the point whereby a comprehensive, challenging, contemporary, and relevant model is now utilized as an accepted platform for students to acquire transferable skills necessary for postsecondary success.

Since 1959, business and marketing programs have seen many changes in the high school curriculum and in instructional delivery strategies. The 1959 programs studied do not resemble the contemporary programs with respect to subject matter, curriculum designs, and proficiency skill goals. Early programs were limited in content offerings, and teachers played a central role in instructional delivery by imparting the foundation and academic competencies necessary for occupational success. Pedagogical experts then began to ply their craft in the “teaching of business and the teaching of marketing.” This constituted a turning point, allowing the programs to evolve into more sophisticated constructs that embraced national and global concerns, standards, frameworks, best practices, technology, and cumulative summative application.

4. The Role of Technology and Innovation in Business Education

Technology is now a key support—essential for students—because it gives them the possibility to access and exchange knowledge in a world that is characterized by rapid digitization. The growing importance of the technology involved in the teaching process in universities is shown by its intensive use, and as a tool for the expansion of the classroom, bringing about new ways of learning; in a completely innovative way, so that students in different geographical settings, not present in class, can be virtually present. Technology must be present not only in e-learning with web streaming lessons, but should also facilitate students in the room in order to maximize interaction; in fact, technologies can be used to collect information in real time, instantly, to make the lesson follow the direction of students’ interests. In marketing, the use of specific tools can also be useful to show interactive images, videos, and in general, the use of digital devices helps the professor to actively engage the students in classes. Prior to lessons, technological tools can be used to control student prior knowledge on specific topics. After the lesson, students and professors can maintain relationships through e-books, management platforms for the delivery of teaching material, materials of scientific support, management systems, LO (learning management systems), or consultation of specialized online archives.

In the last few years, the improvement of technology and the appearance of big data, new methodologies, and business models have had a significant impact on teaching in business schools. Thanks to these technological innovations, the education being offered to students has changed in various ways, helping them to be more adaptable and innovative in the business climate. As a result of this changing educational setting, universities are playing an increasingly important role in the development process, not only of the human capital of their students but also in providing society with new knowledge. To ensure the success of students and the university, professors and personnel training are of great importance.

5. Future Trends and Innovations in Business and Marketing Courses

Given the dynamics of globalization and competitiveness, various new course design specifications are coming to the market in order to provide a unique experience for students and differentiation from other schools in an increasingly competitive environment. The main solution is directed towards interdisciplinary training, instituting core courses in business which are complemented by interdepartmental courses as well as specialized area courses, providing several curricular options which can meet the various area majors at universities, or the varying demand for skills in organizations. An increase in the time of required internships is creating a convergence of schools towards the graduates’ company expectations. The student is inserted into real cases to diagnose, observe, propose, and perform within the company, providing differentiated practical and theoretical benefits. The student of tomorrow must be able to debate, think critically, write, possess a general culture, and know the tools of their profession. But how can one reconcile theory and practice? The most prestigious institutions will be the most successful.

The evolution of business and marketing courses is especially interesting as there are several stakeholders involved, including: the students; companies who are seeking human talent with the necessary knowledge, competencies, skills, and attitudes to overcome the challenges set forth in the course syllabi; faculty; and administration. Nonetheless, even though there are different forms of course development and learning—self-study, virtual courses, continuing education, etc.—society needs full-time courses. But what is the future for face-to-face business courses and what trends or innovations will come to this sector? Many faculty members wish to know the answer to these questions in order to be prepared when confronted by resistance from students who have been exposed to different environments, in various sectors.